Ratnaningsih, Alimansur, The Correlation Between...

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JNK
JURNAL NERS DAN KEBIDANAN
http://jnk.phb.ac.id/index.php/jnk

The Correlation Between Self Efficacy and the

Learning Achievement

Tri Ratnaningsih1, Moh. Alimansur2

1
STIKes Bina Sehat PPNI Kabupaten Mojokerto
2
Akademi Keperawatan, Dharma Husada Kediri, Indonesia

Article Information Abstract

History Article:
Received, 27/02/2019
Accepted, 21/03/2019
Published, 01/04/2019
Keywords:
Self efficacy, Learning achievement
Self-efficacy was an individual’s confidence regarding his ability to achieve
certain goals. Lack of Self-efficacy of students would affect their learning
achievement. The purpose of this study was to prove the correlation be-
tween self-efficacy and learning achievement at elementary school. The de-
sign of this study was correlational with a cross sectional approach. The
population in the study was 54 students at 6thgrade elementary school, a
total sample was 54 students which used total sampling techniques. The
independent variable was self-efficacy, the dependent variable was learning
achievement. The data was taken using a questionnaire that had been tested
for validity. The results showed that 28 of the 54 respondents had high self-
efficacy and satisfying learning achievement. This showed that H1 was ac-
cepted which meant that there was a correlation between self-efficacy and
learning achievement in elementary school Sidoarjo District. A good self-
efficacy from oneself could affect his learning achievement. People who had
high beliefs with their abilities tend to succeed, while people who had low
beliefs with their abilities tended to fail.

© 2019 Jurnal Ners dan Kebidanan


Correspondence Address:
STIKes Bina Sehat PPNI Mojokerto – East Java, Indonesia P-ISSN : 2355-052X
Email: triratna83@yahoo.co.id E-ISSN : 2548-3811
DOI: 10.26699/jnk.v6i1.ART.p063–069
This is an Open Access article under the CC BY-SA license (http://creativecommons.org/licenses/by-sa/4.0/)

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64 Jurnal Ners dan Kebidanan, Volume 6, Nomor 1, April 2019, hlm. 063–069
INTRODUCTION
One of the things that affects student
achievement is self efficacy. Self Efficacy is a belief
and hope regarding individuals to face their duties.
In the eva latipah study at the Islamic university
Kalijaga result of metaanalysis on 14 effects sizes
from 3899 subjects show that self regulated learning
strategies is positively correlated to academic
achievement (r = 0.26). The difference in variance
of correlation can, among others, be caused by
sampling error (4.63%) and error in measurement
of independent as well as dependent variables
(4.44%). This small percentage shows that error
deviation Probably caused by sampling error and
error in measurement of independent and dependent
variables was very small. Result indicated that self
regulated learning strategies positively influence
students’ academic achievement. (Latipah, 2010).
In Oktaverina et.all study at Sleman
Yogyakarta, results of the research were used pre-
test and post-test, showed that there was increased
mathematics learning motivation after training given
by the value of Z = -3.740 dan p = 0,000 (p < 0,05).
In the pre-test and follow-up, showed that there
was increased mathematics learning motivation after
two weeks of training given by the value of Z =
1.989 dan p = 0,047 (p < 0,05).(Oktaverina &
Nashori, 2015).
Self efficacy is one aspect of self-knowledge
that is most influential in human life. This is due to
the self-efficacy also influences the individual in
determining the actions to determine a goal, including
the estimation of various events that will be faced.
Stated that self-efficacy is “a belief in one’s ability
to organize and execute courses of action that is
required to manage prospective situations”, which
means that self efficacy is a person’s assessment
of his ability to organize, control, and carry out a
series of behaviors to achieve a desired result.
Mathematical self-efficacy is defined as a
situational assessment of an individual’s beliefs in
his ability to successfully form or complete certain
tasks or mathematical problems”. Self-efficacy
helps a person in making choices, their efforts to
progress, the persistence and perseverance they
show in facing the difficulties, and the degree of
anxiety or calm they experience when they maintain
tasks that cover their lives (Bandura, 2013). A
student in the learning process often encounters
various obstacles so as to reduce achievement.
Problems come from internal and external of the
students. One of the internal factors is self efficacy.
Students who have low Self-Efficacy feel they do
not have the confidence that they can complete the
task, so he tries to avoid the task. Low self-efficacy
is not only experienced by individuals who do not
have the ability to learn, but is also possible for gifted
individuals. If students’ self-efficacy is low, it is
possible that they will get poor performance. In order
to obtain good learning achievement, it takes a
serious effort to achieve it. Efforts that need to be
done by students include learning hard, diligently
reading, taking learning seriously, being sure of their
abilities, and so on. According to Bandura (2008)
efficacy will increase students’ success in two ways,
first, efficacy will foster interest from within
themselves towards activities that they consider
interesting. Second, someone will set themselves
to achieve goals and have a strong commitment.
(Slavin, Robert, 2008).
Student learning achievement is influenced by
several factors, namely internal factors and external
factors. Internal factors include the first are physical
factors, namely body health, sensory, second is a
psychological factor which includes the first is
intelligence factor, second is attitudes and third
motivation and self-will. External factors include
factors in the family environment and community
environment. Individual motivation arises through
optimistic thinking from inside to realize the expected
goals. Individuals try to motivate themselves by
establishing confidence in the actions, planning
actions that will be realized. There are several kinds
of cognitive motivation that are built from several
theories that cause attributions that originate from
attribution theory and expectation of results formed
from the theory of value appreciation. Self efficacy
influences causation, where motivation is governed
by the outcome expectation and the outcome value.
Outcome expectation is an estimate that certain
behaviors or actions will cause special
consequences for individuals. This contains beliefs
about the extent to which certain behaviors will have
certain consequences. Outcome value is a value
that has meaning from the consequences that occur
when a behavior is carried out. Individuals must
have a high value outcome to support the outcome
expectation.(Diknas, 2013).
Based on the results of a preliminary study
conducted on February 15, 2018 the results of
interviews and observations of 3 out of 5 children
had feelings of doubt over the results of their
 Ratnaningsih, Alimansur, The Correlation Between... 65

learning, they felt less confident in their abilities and questionnaire with a Likert scale and doing the
from them had experienced a decline in grades that observation of even semester report cards. The
they considered difficult , they also complained instrument of self efficacy uses a questionnaire that
because the lesson was too difficult and could not has been tested for validity, on the achievement
do the task. So that they are not sure about every instrument using secondary data, that is, from the
study or test even if there is motivation from parents. student report cards.
But they are still not sure about their learning, their
attitude is quiet and shy when a teacher gives a RESULT
question to him, the value decreases, 60 while the The results of the study were conducted on 30
school gives a score of 75. Whereas 2 children have April - 22 May 2018 in elementary school Sidoarjo
high confidence in the results of their learning so District. The data was obtained as follows :
far with a value above minimal completeness
criteriawhich is 80. The Characteristic of respondents Based On
Based on the results of interviews with the The Gender of Sixth Grade Students age in
homeroom teacher that there are students who do Elementary School Sidoarjo District
have feelings of uncertainty, especially in lessons
that are considered difficult, he also added that there
were students who were shy, passive and some who Table 1 The Characteristic of respondents Based On
The Gender of Sixth Grade Students and age in
could not follow the lesson at all in the lesson so the
Elementary School Sidoarjo District
value was less satisfying.
One of the factors that influence learning No Characteristic f % Total
achievement according is Self-Efficacy. Self-
Efficacy is belief and hope about the ability of 1 Gender Male 24 44,4 100%
Female 30 55,6
individuals to deal with their duties.(Latipah, 2010).
2 Age
Journal of Educational Sciences states that various 12 Years 34 63 100%
studies show Self-Efficacy has an effect on 13 Years 20 37
motivation, tenacity in facing difficulties from a task,
and learning achievement. The purpose of this study
was to prove the correlation between self-efficacy Based on Table 1 above, from 54 respondents,
and learning achievement at elementary school in obtained data 24 male respondents (44,4%) and 30
Elementary School Sidoarjo District. female respondents (55,6%). from 54 respondents,
obtained data that most of responedents were 12
METHOD years old as many as 34 respondents (63%) and
The research design used is correlational respondents with the age of 13 years old were 20
analityc with Cross Sectional approach, namely the respondents (37%).
type of research that emphasizes the time of
measurement or observation of independent and The Characteristic of respondents Based On
dependent variable data only once at a time The Parents’ Job of Sixth Grade Students in
(Nursalam, 2013). Elementary School Sidoarjo District
The population in this study were all 6th grade
students, as many as 54 male and female students Table 2 The Characteristic of respondents Based On
in elementary school, Sidoarjo District. The sampling The Parents’ Job of Sixth Grade Students in
technique in the research that will be conducted is Elementary School Sidoarjo District
total sampling. Total sampling is a sampling technique
by selecting random samples between populations No. Parents’ Job f %
according to what the researcher wants (objectives 1. Private 22 40.7
/ problems in the study) (Nursalam, 2013). 2. Teacher 4 7.4
This research sample used is the entire 3. Entrepreneur 28 51.9
population, namely 6th grade students in elementary Total 54 100
school Sidoarjo District, amounting to 54 male and
female students. The instrument used was a
66 Jurnal Ners dan Kebidanan, Volume 6, Nomor 1, April 2019, hlm. 063–069

Based on Table 2 above, from 54 respondents, The Characteristic of respondents Based On

obtained data that most of parents’ job of respondents The Learning Achevement of Sixth Grade Stu-
was private as many as 22 people (40,7%) and dents in Elementary School Sidoarjo District
entrepreneur as many as 28 people (51,9%).
Table 4 The Characteristic of respondents Based On
The Characteristic of respondents Based On The Learning Achevement of Sixth Grade Stu-
The Self Efficacy of Sixth Grade Students in dents in Elementary School Sidoarjo District
Elementary School Sidoarjo District
No. Learning Achievement f %
1.  75 satisfying 52 96.3
Table 3 The Characteristic of respondents Based On 2. <75 not satisfying 2 3.7
The Self Efficacy of Sixth Grade Students in
Total 54 100
Elementary School Sidoarjo District
No. Self efficacy f %
Based on Table 4 above, data of respondents
1. High self efficacy 28 51.9
2. Low self efficacy 26 48.1
who had learning achievement of e”75 satisfying
as many as 52 students (96,3%) and respondents
Total 54 100
who had learning achievement of <75 not satisfying
as many as 2 student (3,7%).

Based on Table 3 above, it was obtained that The Characteristic of respondents Based On
respondents who had high self efficacy as many as The Correlation of Self Efficacy And Learning
28 students (51,9%) and respondents who had low Achevement of Sixth Grade Students in El-
self efficacy as many as 26 students (48,1%). ementary School Sidoarjo District

Table 5 The Characteristic of respondents Based On The Correlation of Self Efficacy And Learning Achevement
of Sixth Grade Students in Elementary School Sidoarjo District

Self efficacy Learning achievement

No Total
 75 satisfying  75 not satisfying
f % f % f %
1 High 28 100 0 9 28 100
2 Low 24 92,3 2 7,7 26 100
Total 52 96,3 2 3,7 54 100

Based on Table 5, from cross tabulation result
could be seen that from 54 respondents there were
28 students (100%) who had high self efficacy and
satisfying learning achievement while students who
had low self efficacy and not satisfying learning
achievement as many as 24 respondents (92,3%).
DISCUSSION
Self Efficacy of Sixth Grade Students in Elemen-
tary School Sidoarjo District
The results of the study based on table 3
conducted in elementary school, Sidoarjo District
on 54 respondents obtained results < respondents
who have high self efficacy is 28 (51.9%) while
respondents who have low self efficacy are 26
(48,1%) argues that self-efficacy is “a belief in one’s
ability to organize and execute courses of action
that is required to manage prospective situations”,
which means that self-efficacy is a person’s
assessment of his ability to organize, control, and
carry out a series of behaviors to achieve a desired
result. Data on elementary school students in
Sidoarjo are men totaling 69.694 students and
women 64.393, total 134.087 students. From the
results of research conducted at elementary school,
Sidoarjo District, it was found that individuals have
high self efficacy. This is because there are several
factors according to, namely gender, personality.
 Ratnaningsih, Alimansur, The Correlation Between... 67

Individuals with high self efficacy tend to learn more Learning Achievement of Sixth Grade Students
and achieve more, these students will improve their in Elementary School Sidoarjo District
ability to arrange the actions needed to complete The results of the study based on Table 4
tasks faced with confidence. Conversely, if these conducted at elementary school, Sidoarjo District
students experience low self-efficacy, they will on 54 respondents obtained the results of
experience failure in accomplishing tasks and lacking respondents with learning achievement e”75
confidence. Judging from male and female sex, they satisfying that was 52 respondents (96.3%) while
tend to have different self efficacy. Students with respondents who had an achievement of <75 not
male gender have a higher self efficacy than female, satisfying as much as 2 respondent (3.7% ).
men have a higher estimate of how well they are Whereas according to the word “achievement”
capable of doing new tasks. With this, men have shows the meaning of good results achieved by
higher hopes for their future in agreement with someone after doing activities. Achievement is the
stating that the most important thing is differences result and activities carried out to achieve certain
caused by cultural expectations and norms, for goals.(Kisti & Fardana, 2012).
example, twelfth grade girls have much lower values From the research that has been done in
than boys in the quantitative scolastic assay (SAT) elementary school, Sidoarjo District, 27 respondents
and on advanced placement tests in mathematics were found with learning achievement of  75
(Slavin, Robert, 2008) .
satisfying, as many as 52 respondents (96.3%) while
Whereas from observations with students in
respondents who had an achievement of <75 did
elementary school Sidoarjo Regency, it was found
not satisfy as many as 2 (3.7%) respondents.
that many male students experienced high self
Learning achievement also has several factors
efficacy, seen from students who were enthusiastic
which include external factors, namely socio-
and ready to receive lessons, students were more
economic of family, parental education, parents’
relaxed in doing the assignments given by the
attention and the atmosphere of the relationship
teacher, more focus on listening and seeing the
between family members, school facilities and
teacher teaching. This is because students have bad
infrastructure, teacher and student competence,
scored on previous examinations, including those
curriculum and methods in teaching. Whereas
that they consider difficult. so students are more
internal factors are body health, sensory, intelligence,
active and diligent in learning and get support from
attitude, motivation. One of the factors that influence
parents. different from women, they tend to consider
the learning achievement is the family socio-
themselves less capable and less prepared in
economic according to Sumadi Suryabrata and
learning including difficult lessons such as
Shertzer and Stone in Winkle. With adequate socio-
mathematics in agreement with Zimmerman saying
economic conditions, students have more
that there are differences in the development of
opportunities to get better learning facilities, ranging
the abilities and competencies of men and women.
from books, stationery to school selection. So that
This is because in the lesson they were not capable
it is not denied that female students who have less
enough in answering questions from their teacher
family social status will tend to be less fulfilled needs,
and relying more and throwing the question to their
and of course it is difficult to provide a place to
friends. While in terms of the personality of students
learn as a result students will feel disappointed if
who have a quiet personality different from the
what is needed is not fulfilled, the enthusiasm for
opinion of. people with extroverted characters have
learning can be back down and they can feel inferior
higher self efficacy, in fact students who have a
to the themes of their friends. Conversely, if the
quiet nature can also have high self efficacy because
female students have enough family social economy
students are able to process himself to be more
then this can support and encourage them to achieve
thorough in working on new assignments given by
more achievement. Moreover, if parents’ students
his teacher, including students getting support and
has enough economy, the facilities will be complete,
encouragement from parents at home to be even
so that it will make them feel comfortable because
more active in learning. So that the individual is able
the place to study supports them to be more
to increase interest in learning because there is
enthusiastic in studying (Warsito, 2012).
encouragement from parents and teachers and
peers.(Jatisunda, 2017).
68 Jurnal Ners dan Kebidanan, Volume 6, Nomor 1, April 2019, hlm. 063–069
The Correlation Analysis of Self Efficacy And
The Learning Achievement of Sixth Grade Stu-
dents In Elementary School Sidoarjo District
Based on Table 5 the results of cross tabulation
can be seen that from 27 respondents with high
self efficacy and satisfying learning achievement
as many as 28 respondents (100%) while those who
have low self efficacy and unsatisfying learning
achievement as many as 24 respondents (92.3%).
In accordance with the opinion of Albert
Bandura (1997) stated that self-efficacy is “beliefs
in one’s capabilities to organize and execute courses
of action required to manage prospective situations”,
which means that self efficacy is a person’s
assessment of his ability to organize, control, and
carry out a series of behaviors to achieve a desired
outcome. It can be concluded that students who
have good self efficacy have higher self-confidence,
in facing a problem that is in themselves and can
assess where the limits of the student’s ability to
learn. This study supports the research conducted
by Mulafi Janatin in 2015 with the title “the
relationship between self efficacy and learning
achievement of students in grade IV to cluster II
Bantul sub-district 2014/2015 academic year” with
conclusions of the results showed that there was a
positive and significant correlation between self
efficacy and student achievement. The results of
this study also support the previous research
conducted by Pertiwi 2015 “The Effect of Self
Efficacy on Learning Outcomes in Class V Students
of Elementary Schools in the District IV in Cilacap
Selatan Sub-District, Cilacap District” the results
showed that there was a significant effect of self
efficacy on student learning outcomes. This proves
that self efficacy can affect student learning
achievement (Janatin, 2015).
From the results of this study also found that
students who have high self efficacy as much as
28 (100%). This is because there are students who
have high self efficacy but have low achievements
and vice versa, there are students who have low
self efficacy but have high achievements. Based
on the results of interviews with students who stated
that students had gotten bad grades before for
certain subjects that were considered difficult,
students also stated that some of the teachers were
unsatisfying in teaching, students also stated that
when they had learned before faced a test but when
the test was started they were cheating with their
friends because students are not sure and feeling
unable to learn. Students also state that they have
been supported and motivated by their parents but
students still feel that they are less capable of their
own abilities. As a result, students who have
received poor grades are considered less capable
and not ready to learn. On the contrary students
with low self efficacy but have high achievement,
stated that they saw their friend who had failed in
previous learning and when the test occured students
were more likely to do it themselves without
cheating on their friends, and doing it carefully. So
that students also feel confident that are able to
learn and also get support and encouragement from
parents and teachers to be more excited to learn.
Students who get good and maximum achievements
can be a reference for other students to always try
to do it themselves according to their abilities
(Latipah, 2010).
In Febriani Handayani’s research entitled the
relationship between self efficacy and student
achievement of acceleration at Junior high School
Surabaya with the results of the study Data obtained
under achievement report cards grade students.
Data analysis techniques used using Spearman rank
correlation analysis with significance level 0.05. This
research resulted in the correlation coefficient (r =
0.657) with p = 0.000 for significance value is less
than the error rate (p <0.05) then the hypothesis is
accepted. This means that there is a relationship
between self efficacy by accelerating student
achievement. This study proves that students with
self efficacy acceleration that they know they have
completed the task difficulty level and believe their
efforts in a variety of situations. Students
acceleration with high self-efficacy believe they can
improve the performance of the desired learning
with peers who have the same intelligence.
(Handayani, 2013).
In the research of Hadi Warsito at FIP
University Country of Surabaya. Pursuant to
result of this research, can be concluded that
self-efficacy have significant correlation of
causal with academic adjustment and academic
of achievement of student on science faculty
education of Country University of Surabaya.
(Warsito, 2012). some of the results of the above
studies are in accordance with the results of this
study, namely that there is a significant
relationship between self efficacy and student
achievement.

CONCLUSIONS AND SUGGESTIONS
CONCLUSIONS
Self efficacy of sixth grade students in
Elementary School Sidoarjo District was mostly had
high self efficacy with 28 respondents. Learning
achievement of sixth grade students in Elementary
School Sidoarjo District was mostly e”75 satisfying
as many as 52 respondents. There was a
correlation between self efficacy Learning
achievement ofsixth grade students in Elementary
School Sidoarjo District. This showed that the
higher self efficacy that students had, the better
achievement they got,and vice versa.
SUGGESTIONS
For respondens it should do preparing to be
more confident in doing the tasks given by the
teacher and be open or more active in doing
activities at school. For those who have a lack of
confidence and who are less active, they can do
things that they really like to be more enthusiastic.
Because it will help him to be more confident little
by little.
Teachers are expected to give more attention
to students who have lack motivation in learning,
helping them to do lessons that they are indeed
poorly understood, or by doing additional hours to
study again. Parents are expected to know the
problem faced by their child whether in school or in
home, so parents can help in the learning process
of their child and motivate them to be better in
learning. The next researchers are expected to
develop further about other factors related to
learning achievements, namely parents’ education,
parents’ attention. Therefore, it is possible to conduct
research that reveals other factors to be used as
variables related to learning achievement.
Ratnaningsih, Alimansur, The Correlation Between... 69
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